By Marc Marschark, Gladys Tang, Harry Knoors
In Bilingualism and Bilingual Deaf Education, quantity editors Marc Marschark, Gladys Tang, and Harry Knoors collect diversified concerns and facts in similar domain names: bilingualism between deaf newcomers - in signal language and the written/spoken vernacular - and bilingual deaf schooling. the amount examines each one factor in regards to language acquisition, language functioning, social-emotional functioning, and educational results. It considers bilingualism and bilingual deaf schooling in the contexts of mainstream schooling of deaf and hard-of-hearing scholars in average faculties, placement in targeted faculties and courses for the deaf, and co-enrollment courses, that are designed to provide deaf scholars the easiest of either academic worlds.
The quantity bargains either literature experiences and new findings throughout disciplines from neuropsychology to baby improvement and from linguistics to cognitive psychology. With a spotlight on evidence-based perform, individuals reflect on fresh investigations into bilingualism and bilingual programming in numerous academic contexts and in several international locations which may have diversified types of utilizing spoken and signed languages in addition to diverse cultural expectancies. The 18 chapters identify shared understandings of what are intended through "bilingualism," "bilingual education," and "co-enrollment programming," research their foundations and results, and chart instructions for destiny study during this multidisciplinary sector. Chapters are divided into 3 sections: Linguistic, Cognitive, and Social Foundations; schooling and Bilingual schooling; and Co-Enrollment Settings. Chapters in each one part pay specific cognizance to causal and consequence elements with regards to the purchase and use of those languages by means of deaf freshmen of other a while. The effect of bilingualism and bilingual deaf schooling in those domain names is taken into account via quantitative and qualitative investigations, bringing into concentration not just universal academic, mental, and linguistic variables, but additionally expectancies and reactions of the stakeholders in bilingual programming: mom and dad, academics, colleges, and the deaf and listening to scholars themselves.
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Extra resources for Bilingualism and Bilingual Deaf Education
In I. Ahlgren & K. ), Bilingualism in deaf education (pp. 9–14). Hamburg, Germany: Signum Verlag. Bagga-Gupta, S. (2004). Literacies and deaf education: A theoretical analysis of the international and Swedish literature. Forskning i Fokus No. 23. Stockholm, Sweden: The Swedish National Agency for School Improvement. , & Schermer, T. (2008). Gebarentaal wetenschap: Een inleiding. [Sign language studies: An introduction]. Deventer, Netherlands: Van Tricht. Barnum, M. (1984). In support of bilingual/bicultural education for deaf children.
Woll, B. (2008). The onset and mastery of spatial language in children acquiring British Sign Language. Cognitive Development, 23, 1–9. Bilingualism and Bilingual Deaf Education 19 Newport, E. , & Meier, R. P. (1985). The acquisition of American Sign Language. In D. I. ), The cross linguistic study of language acquisition, Vol. 1: The data (pp. 881–938). Hillsdale, NJ: Lawrence Erlbaum Associates. Niederberger, N. (2008). Does the knowledge of a natural sign language facilitate deaf children’s learning to read and write?
Lange, Lane-Outlaw, Lange and Sherwood (2013) studied sign language proficiency and reading and math achievement in deaf students in a bilingual program in the United States that uses the same language-planning curriculum as in the study by Nover et al. (2002). They compared academic achievement growth Bilingualism and Bilingual Deaf Education 15 among those students with those of hearing students in a norming sample who had comparable initial achievement levels. After four years of bilingual education, reading scores indicated that 41% of the deaf students showed growth scores at or above the level of the comparison group, whereas the percentage for math scores was 55.
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